Bir Ruh Dilbilim Olgu Çalışması: Genel Benlik Saygısı, Bilişüstü Stratejiler ve İngilizce Öğrenme Çıktıları Üzerine Etkileri

Genel benlik saygısı kişinin kendi değeri ile ilgili algıdır. Bu zihni yapı, öğrencilerin akademik başarılarıyla ilgili kendi imajlarını etkilediğinden eğitim bilimlerinde gayet önemlidir. Bilişüstü stratejiler genellikle bilişsel psikolojide incelenirler. Öğrenme sürecini kolaylaştırırlar ve daha pozitif İngilizce öğrenme çıktıları alınmasını sağlarlar. Bu yüzden, çalışmamız İngilizcenin yabancı dil olarak öğreniminde detaylı modeller sağlamakta ve bu değişkenler arasındaki ilişkiyi incelemektedir. Çalışma Türkiyeıde 2016 yılında Ege bölgesinde bir Devlet üniversitesi ve bir kolejin son sınıf öğrencileri olmak üzere toplamda 201 öğrenci üzerinde gerçekleştirilmiştir. Kolej öğrencilerinin son sınıfının çalışmaya dahil edilme sebebi İngilizce seviyelerinin üniversite öğrencilerininkine yakın olmalarıdır. Çalışma korelasyon analizi kullanmıştır. Sonuçlar genel benlik saygısı, bilişüstü beceriler ve İngilizce öğrenme çıktılarını etkileyebilecek diğer bazı faktörler arasında pozitif korelasyon göstermiştir.Öğrencilerin genel benlik saygılarının, bilişüstü stratejileri kullanımlarıyla önemli derecede pozitif korelasyona sahip oldukları ve yine aynı şekilde genel benlik saygısının akranlarıyla işbirlikli öğrenme, anadili İngilizce olanlarla iletişim ve İngilizce televizyon kanalları seyretmeyle ve İngilizce müzik dinlemeyle pozitif korelasyon içinde oldukları görülmüştür.Öğrenme aktiviteleri esnasındaki kendi kendini motive etme kapasitesinin öğretmenin eğitici yetenekleriyle negatif korelasyon göstermesine karşın öğrenme hedeflerini gerçekleştirmenin İngilizce televizyon programları seyretme ve İngilizce müzik dinleme ile pozitif korelasyon içerisinde oldukları ortaya çıkmıştır.

A Psycholinguistics Case Study: General Self-Esteem, Metacognitive Strategies and Their Impacts on Positive English Learning Outcomes

General self-esteem can be defined as one's perception of his/her self-worthness. This construct is very important in educational science because it influences students' selfimage related to their academic success. Metacognitive strategies are mostly investigated in cognitive psychology. They facilitate learning process and can lead to more positive English learning outcomes. Hence, the study is to examine interrelations among these variables in order to provide in-depth patterns of learning English as a second language. It has been conducted on 201 State tertiary level in Aegean region and last-grade college students in Turkey in 2016 as the English mastery level of the college students were quite similar to the university ones. Sample consisted of 40.3% males and 59.7% females, who were 16 to 25 years old. This study is a quantitative one, mostly based on the correlational analysis. There were three main instruments: ''Rosenberg's self-esteem scale'' (RSES), ''Metacognitive strategies scale'' (MCSS), and ''A list of factors that impact English learning outcomes''. The results showed positive correlation between general self-esteem, metacognitive skills and some other factors that can influence English learning outcomes. General self-esteem is in a positive and statistically significant correlation with students' usage of metacognitive strategies. General self-esteem is in positive correlations with collaborated learning, communication with native English speakers, and with watching English TV channels and listening to English music. The capacity for self-motivation during learning acitivities correlates negatively with teacher's educational skills, however, achieving learning goals correlates positively with watching English TV programs and listening to English music. In addition, there were no statistically significant gender differences in the mentioned variables.

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